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有份材料,它在一定程度上反映了算理教学的现状:2004年,有一个“建立国家中小学生学业质量分析与指导系统”的项目组。小学数学专家组做了一个小学生数学学业质量评价体系的研究和构建,其中做了一个对三年级学生的数学学业质量大样本的测试。在2009年所做的全国常模抽样测试中随机抽取了1664份样本,学生在题目1和题目2的得分率分别是0.7010和0.4309,二者有显著性差异。其中,题目
Some materials, to a certain extent, reflect the status quo of arithmetic teaching: In 2004, there was a project team of “Establishing a System of Analyzing and Guiding Academic Quality of Primary and Secondary School Students in China”. The primary school mathematics expert group made a primary school mathematics academic quality evaluation system research and construction, which made a third grade mathematics math quality large sample of tests. A total of 1664 samples were randomly selected from the national norm sampling tests conducted in 2009, and the scores of students in subjects 1 and 2 were 0.7010 and 0.4309, respectively. There was a significant difference between the two. Among them, the title